for principals and school leaders

Know that wellbeing and inclusion are keeping up — without reading the case notes.

You are accountable for every student’s wellbeing and inclusion, but you can’t sit in every care team or support meeting. Descant shows you how both are running, and keeps a record of what the school knew and did as it happened.

Talk to us See leadership reporting

What you get

A de-identified overview of demand, waits and workload
A record of what the school knew, and when
NCCD evidence you can stand behind

the problem

The principal of an Australian school, who is accountable for every student’s wellbeing and inclusion but cannot sit in every care team or support meeting, is struggling to see whether both are keeping up without reading case notes themselves, leading to waiting lists, overloaded staff and evidence gaps that surface only when a family complains or the census arrives, and a review that asks what the school knew.

Four questions, answered from the numbers

Is support keeping up?

Referrals opened against episodes closed, what is open now and what is still waiting for a staff member, over the last 30, 90, 180 or 365 days.

How long do students wait?

The median wait from referral to allocation and the median length of support. The Reports briefing adds average days to triage, to allocation and to close for any date range.

Where is the pressure?

Demand by support domain in the overview; referrals by year level and support tier in the Reports briefing.

Is the load fair?

Active allocations per staff member, so no one carries the service alone.

How leadership reporting works

A record of what the school knew

Staff sign in to the educator portal and add what they notice onto the right student’s record. It is named and dated when it happens, not rebuilt from memory after a complaint.

What educators see

NCCD evidence you can stand behind

The official guidance says school principals are responsible for verifying or confirming that there is evidence at the school. In Descant, that evidence is on each student’s record, linked to the adjustment it supports.

Read the official guidance · NCCD evidence in Descant

Leadership

Templates for school leaders

11 of the templates in Descant’s picker are filed under this role. See them on the templates page.

Questions principals ask

Something we haven't answered? Ask us and a person from the team will reply.

Ask a question

Will I see individual students?

Not in the service overview: it carries no student names, hides any count of five or fewer and rounds the rest to the nearest five, so no student can be picked out. Only leaders can open it, and each visit is recorded. The leadership briefing on the Reports page is numbers only too, but the Reports page also has an early-warning list that does name students, so the team can act. Access to student records stays with the support team and follows each person’s role.

How does this help when a family complains?

Educators’ observations are on the student’s record as they happen, named and dated, rather than in inboxes and memories. When the school needs to show what it knew and did, the support team can show it from the record.

What about verifying our NCCD evidence?

Evidence sits on each student’s record, linked to the adjustment it supports, and the team can produce a student’s NCCD evidence pack as a PDF. The level of adjustment and category of disability stay with your team’s judgement.

Who decides what happens to a student?

Your staff. Descant drafts notes for a person to check and organises the record. It does not triage, diagnose or categorise students.